Curriculum development in the Philippines by Karel Mie M. Prado

Historical Foundations of Curriculum

Karel Mie M. Prado

Curriculum Development in the

Philippines

and

Historical Perspectives on Curriculum Development

1. The religious;2. The political;3. The utilitarian;4. The mass education;5. The motive for excellence in Education

The Curriculum: Different Dimensions

Traditional- defined curriculum as a group of subjects arranged in a certain sequence peculiar to the subject field itself for the purpose of the instruction.

Modern- Consist of all experiences for learning which are planned and organized by the school.

Curriculum Planning and Curriculum Development

Curriculum Plan- the advance arrangement of learning

opportunities for a particular population of learners.

- written curriculum is what we know as curriculum guide.

Curriculum Planning- the process whereby these arrangement of

curriculum plans or learning opportunities are created

Curriculum Planning and Curriculum Development (cont.)

Curriculum Development- the process of selecting , organizing,

executing and evaluating learning experiences on the basis of the needs, abilities and interest of learners and the nature of the society and community.

- is a cooperative venture among teachers, supervisors, curriculum expert, learners, parents and non-school people.

Curriculum Planning and Curriculum Development (cont.)Considerations Factors:1. The nature of society which includes the cultural heritage, the needs and demands as well as the economic, social, political, cultural, moral and other problems of the people.2. The interests, the needs, previous experiences and problems of the learners, and3. The educational and psychological principles based on the findings of scientific studies and experimentations.

Curriculum Planning and Curriculum Development (cont.)Curriculum Laboratory

- is a place or workshop where curriculum materials are gathered or used by teachers or learners.Resource Unit

- is a collection or suggested learning activities and materials organized around a given topic or area which a teacher might utilize in planning, developing and evaluating a learning unit.

Curriculum Planning and Curriculum Development (cont.)- It consists of the following parts:1. Introduction or short explanation of the

importance of the topic;2. Objective or anticipated outcomes;3. Content of the unit;4. Unit. Activities;5. Evaluation; and6. Bibliography of useful materials

Curriculum Planning and Curriculum Development (cont.)Course of Study

- is an official guide prepared for use by the administrators, supervisors, and teachers of a particular school or school system as an aid to teaching a given subject or areas of study for a given level or grade, combinations of grades or other designated class or group of learners.1. Aims of the course;2. The expected outcomes;3. The scope and nature of materials to be

studies;

Curriculum Planning and Curriculum Development (cont.)4. Suitable instructional aids;5. Textbooks;6. Supplementary activities;7. Teaching methods; and8. Techniques of evaluation of achievements.

Curriculum Development in the Philippines

The Pre-Spanish Curriculum They did not have an organized system of

education Ideas and facts were acquired through

suggestion, observation, example and imitation.

The diaries of Fr. Chirino attest to the historical fact that “the inhabitants were civilized people, possessing their writing, laws and moral standards in a well-organized system of government.”


The Spanish- devised Curriculum The Spanish Missionaries were the

teachers during that time. Spanish curriculum then consisted of the

three R’s – reading, writing and religion, with undue emphasis on the last tools for perpetuating the colonial order.


The Spanish- devised Curriculum (cont.) According to Fr. Modesto de Castro, author

of Urbana at Felisa(1877), the curriculum for the boys and girls was aimed to:

1. teach young boys and girls to serve and love God.

2. discover what is good and proper for one’s self, 3. enable the individual to get along well with his neighbor.


The American-devised Curriculum The public school system established and

headed by an American until 1935, was to train the Filipinos after the American culture and way of life.

The curriculum was based on the ideals and traditions of America and her hierarchy.

The primary curriculum prescribed in 1904 by the Americans for the Filipinos consisted of three grades provides training in two aspects.


The American-devised Curriculum (cont.)

a. Body Trainings- singing, drawing, handwork, and physical education.

b. Mental Training – English(reading, writing, conversation, phonetics, and spelling), nature study, and arithmetic. In Grade 3 geography and civic were added to the list of subjects.


The American-devised Curriculum (cont.)

Intermediate Curriculum- Arithmetic, Geography, Science and

English. Science included plant life, physiology and sanitation.Collegiate Level

- normal schools were opened with a teacher’s training curriculum appropriate for elementary mentors.


The Curriculum During the Commonwealth (1935-1946) Considered as the period of expansion and

reform in the Philippine curriculum. The educational leaders expanded the

curriculum by introducing courses in farming, trade, business, domestic science, etc.

The start of operation of the collegiate normal schools in 1939 and there was two years training beyond the high school.


The Curriculum During the Commonwealth (1935-1946) cont.

Commonwealth Act 586, also known as Education Act of 1940, reorganized the elementary school system by eliminating Grade VII


The Japanese-devised Curriculum (1941-1945)

Nippongo and abolishing English as the medium of instruction and as a subject.

Causes a blackout in the Philippines education and impeded the educational progress of the Filipinos.


The Curriculum during the Liberation Period

1945, the liberation period, steps were taken to improve the curriculum existing before the war.

a. restore the Grade VIIb. abolish the double-single sessionc. adopt the modern trends in

education taken from the United Sates. However, their efforts remained in

ideational stage.


The Curriculum during the Philippine Republic

Great experiments in the community school idea and the use of the vernacular in the first two grades in the primary.

School and community collaboration pioneered by Jose V. Aguilar. Because of the successful implementation it was given the official cognizance by the Bureau of Public schools in June 1949.


The Curriculum during the Philippine Republic (cont.)

Instructional materials that will give emphasis on the following area:1. The improvement of home industries so

that they will be patronized.2. The appreciation of the services of great

men and women of our country.3. Preservation of our cultural heritage.


The Curriculum during the Philippine Republic (cont.) The DEPED , attempts to keep up with the

changing economic and social conditions of the country. The areas studied include social studies, health and science, language arts, arithmetic, arts and physical education and work education.

In the elementary level, vocational education was introduced, namely in the six major areas: agricultural education, business education, fishery, home economics, home industries and trade industrial education, including girls trade courses.


The Curriculum during the Philippine Republic (cont.) Massive development of the working

education. Establishments of vocational schools. Usage of media in teaching


Curriculum in The New Soceity “To guarantee that the educational system

would be relevant and responsive to the challenges and requirements of national, provincial and local government.”, by Pres. Ferdinand Marcos pursuant to proclamation No. 1081 on Sept. 29. 1972, Decree No. 6 known as the Educational Development Decree of 1972, to take effect immediately.

Aims to make the school responsive to the needs of the New Society.


Curriculum in The New Soceity (cont.) Has a 10 year program based on a number

of principles:1. Improvement of curricular programs and

quality of instructions at all levels by upgrading physical facilities;

2. Adopting cost-saving instructional technology and training and retraining of teachers and administrators;

3. Upgrading of academic standards through accreditation schemes, admission testing and guidance counseling


Curriculum in The New Soceity (cont.)4. democratization of access to education

by financial assistance to poor but deserving students, skills training programs for out of school youth and a continuing educational program for illiterate adults.

Teaching of land and agrarian reforms Family Planning and the Philippine constitution

subjects is compulsory in the collegiate level. Alien schools will not be solely owned by the

alien and must follow the basic curriculum of DEPED.


Curriculum in The New Soceity (cont.)

The curricular redirection of the in the New Society can be briefly summarized as follows:1. The curriculum should be directed to place

more stress on development of moral virtues particularly discipline, honesty, social responsibility, thrift, hard work, and obedience.

2. As means of integrating education and life, the content of all subject areas at all levels shall be related to the conditions of the times, to the actual needs of the people and the country,



The curricular redirection of the in the New Society can be briefly summarized as follows:3. The curriculum should reflect the urgent needs and problems facing the country today and should therefore include: Population Education, Nutrition, Food Production, Wise conversation and Utilization of Natural resources, Tax Consciousness, Cooperative Education, Consumer Education and Buy-Filipino Movement.4. The curriculum should be viewed not in terms of facts or subjects matter to be mastered but in terms of learnings to be acquired and applied in meeting everyday situations.



The curricular redirection of the in the New Society can be briefly summarized as follows:5. All teaching shall seek to develop comprehensive understanding of all the subjects, their interrelationship and their significance to everyday living.6. Co-curricular youth programs shall be restructured and enriched to channel youth activities to positive and productive endeavors.7. Non-formal education or extension services for the community shall be recognized and credited as part of the school curriculum.


Curriculum in The New Society (cont.)

The reforms in teaching methodology are as follows;1. Objectives of instruction shall specify behavioral

changes as primary outcomes of learning activities.2. More and more, teaching strategies that are inquiry –

and –problem –oriented should be adopted in order to develop the ability to think, rationalize and make proper decisions.

3. Guidance and research should be given greater emphasis.

4. Courses should be restructured to allow testing in actual practice of theories learned in classrooms.

5. More opportunity should be given to out-of-class room learning.


Curriculum in The New Society (cont.)

The reforms in teaching methodology are as follows;6. Evaluative methods should accordingly be revised.7. Inventive in the form of scholarship shall be provided for students to take technical and vocational courses.

The End

Curriculum development in the Philippines by Karel Mie M. Prado

Education

Transcript of Curriculum development in the Philippines by Karel Mie M. Prado